Undergraduate Program in Special Education and Inclusive Learning

Completion of this concentration results in teacher candidate recommendation for North Carolina Professional Educator’s licenses in Gifted and Creative (K-12) and Special Education General Curriculum (K-12). Graduates will have the skills to work with students with disabilities, those who are gifted, and students who are twice exceptional.

• SPED 400 - Creative Thinking and Problem-Solving Credits: 3
• SPED 471 - Foundations of Gifted and Creative Education Credits: 3
• SPED 475 - Methods and Models of Gifted and Creative Education Credits: 3
• SPED 477 - Curriculum Differentiation for Gifted and Creative Learners Credits: 3
• Plus 3 hours from methods courses in STEM, Science, Math, Art, or Social Studies from ELED/Middle/Secondary programs.

Gifted and Creative (K-12) Concentration 8 Semester Plan

Completion of this concentration results in teacher candidate recommendation for North Carolina Professional Educator’s licenses in Elementary Education (K-6) and Special Education: General Curriculum (K-12).

• EDEL 416 - Science Methods for Grade K-6 Credits: 3
• EDEL 417 - Social Studies Methods for Grades K-6 Credits: 3
• EDEL 429 - Mathematics Methods 2 for Grades K-6 Credits: 3
• EDEL 446 - Digital Literacy Methods for Grades K-6 Credits: 3
• ENGL 413 - ESL Methods for Content Teachers Credits: 3
• SPED 413 - Teaching Adolescents in Inclusive Education Credits: 3
• World Language Requirement* (6 hours):

Elementary Education (K-6) Concentration 8 Semester Plan

*Students must take 6 hours of World Languages coursework.

Note that three of the six required World Languages hours satisfy the Liberal Studies P6 World Cultures requirement. However, if students take CSD 451 and CSD 452 (Introduction to American Sign Language I & II) to satisfy the program’s Language Requirement, they will be required to take an additional 3 hours to satisfy the P6 Liberal Studies Requirement, thereby increasing total program hours.

Completion of this concentration results in teacher candidate recommendation for North Carolina Professional Educator’s licenses in Adapted Curriculum (K-12) and Special Education General Curriculum (K-12). Graduates will have the skills to work with students who have disabilities that are mild to moderate as well as moderate to severe. 

• SPED 241 - Exceptional Learners in the Adapted Curriculum Credits: 3
• SPED 311 - Positive Behavioral Supports for Students with Severe Disabilities Credits: 3
• SPED 344 - Assistive Technology for Severe Disabilities Credits: 3
• SPED 414 - Curriculum and Methods for Students in the Adapted Curriculum Credits: 3
• Plus 3 hours of methods courses in the other options within special education, social studies, or science courses in elementary, middle, and secondary education programs.

Adapted Curriculum (K-12) Concentration 8 Semester Plan

Completion of this concentration results in teacher candidate recommendation for a North Carolina Professional Educator’s license in Special Education: General Curriculum (K-12). Students will also develop concentrated skills in secondary transition. Graduates will have the skills to work with students who have disabilities and focus on secondary special education and community-based services that support students with disabilities across the lifespan. 

• COMM 375 - Communication in Family and Close Relationships Credits: 3
• SPED 315 - Post-Secondary Education for Students with Intellectual Disabilities Credits: 3
• SPED 338 - Program for the Education and Enrichment of Relational Skills (PEERS) Credits: 3
• SPED 413 - Teaching Adolescents in Inclusive Education Credits: 3
• Plus 3 hours from methods courses offered in the other options within special education, psychology, or social work courses.

 Secondary Transitions 8 Semester Plan

Other majors can supplement their skill set with a Minor in Special Education through which they will gain information on students with disabilities and best practices for supporting their growth and development. Students can shape their minor by selecting special education elective courses specific to their interests and/or career goals.

The minor requires 18 hours including SPED 240: The Exceptional Child (3) and 15 hours of guided elective hours. This curriculum plan identifies minor requirements and details on guided elective options.

For additional information on our Special Education Minor or for specific questions, please contact Kelly Kelley.

Inclusive Education majors are required to complete 50 hours of service learning as part of the program.  Service learning nurtures development of one’s altruism, develops a respect for the dignity of others, and provides students with important experiences with community agencies and supports. Service is defined as time spent as a volunteer working in a recognized school, agency or community organization supporting individuals with and without disabilities and/or their families. Service appropriate for this requirement should involve working directly with individuals in a helping function.  It is also important to provide service across various community settings in order to develop a rich understanding of the diversity of individuals, families, academic programs and community resources.

Students will complete 50 hours of service learning across five courses. Students must successfully document and reflect on their 50 hours of service by the end of their Intern I semester. The service learning schedule is as follows:

The College of Education and Allied Professions maintains a partnership with public schools throughout the region. As a student with a major in inclusive education, you’ll work with a group of highly qualified faculty in the School of Teaching and Learning and with cooperating teachers from the public schools.

Our students participate in a year-long internship during their senior year. Our two-stage internship gradually familiarizes you with real-world classrooms under the mentorship of dedicated, experienced public school teachers and a university supervisor.

Inclusive Education interns complete their internships in inclusive elementary classrooms working with students with and without disabilities. Interns are dually placed with elementary education and special education teacher teams where they will have extensive experiences mastering the competencies of both educator roles and building the collaboration skills necessary for effective inclusion and instruction of students with diverse learning needs.  Interns will spend time in the range of settings through which their teachers work and support their students.

While participating in Internship I, interns spend two days per week in their K-6 public school classrooms while taking courses at WCU.  During Internship II, interns work in the same public school classrooms full-time, Mondays through Fridays. For additional internship information and deadlines, visit the website for the Office of Field Experiences.